Trends in Bilingual Special Education

1983 ◽  
Vol 6 (4) ◽  
pp. 424-431 ◽  
Author(s):  
Ernest M. Bernal
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Bilingual Education ◽  
Limited English Proficient ◽  
Education Programs ◽  
Bilingual Programs ◽  
Handicapped Children ◽  
Bilingual Special Education ◽  
Mainstream Classrooms ◽  
Training Institutions

Handicapped children who are also limited-English proficient (LEP) have generally not been served adequately in the schools. Few practitioners are trained to diagnose and treat culturally and linguistically different children. Furthermore, in school systems which have resisted bilingual programs, special education has been enlisted to carry out the ignominious task of segregating LEP children from mainstream classrooms. As a result, a curious placement pattern has occurred whereby some LEP handicapped children are underserved whereas many normals are placed in special education. The traditional reluctance on the part of special education to recruit minority professionals and its separation from regular and bilingual education have stood in the way of progress. Nevertheless, a number of teacher training institutions have received grants to institute rudimentary bilingual special education programs with courses designed to bridge these gaps. Research developments also suggest that bilingual special education may emerge as a viable specialty within special education.

scholarly journals English Language Learner Boys and Girls Reading and Math Achievement as a Function of Early-Exit and Late-Exit Bilingual Programs: A Multiyear, Statewide Analysis

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Rosa Maria Martinez ◽  
John R. Slate ◽  
Cynthia Martinez-Garcia
Keyword(s):  
Bilingual Education ◽  
Education Program ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Education Programs ◽  
Bilingual Programs ◽  
Transitional Bilingual ◽  
Early Exit ◽  
Reading And Math

We examined the reading and math performance of English Language Learner boys and girls in Grades 3, 4, 5, and 6 as a function of early-exit or late-exit transitional bilingual education program. Texas Assessment of Knowledge and Skills Reading and Mathematics scores of all English Language Learner boys and girls who were enrolled in either early-exit or late-exit bilingual education programs were analyzed for the 2008-2009, 2009-2010, and 2010-2011 school years. Results were not consistent across reading and math, across the 4 grade levels, and across the 3 school years. On the TAKS Reading test, 5 instances were present in which statistically significant differences were revealed for boys and 11 for girls. On the TAKS Mathematics test, 8 statistically significant results were revealed for boys and 6 for girls. These statistically significant differences were not consistently in favor of either the early-exit or the late-exit bilingual education programs. Moreover, the differences that were present reflected small to trivial effect sizes. As such, neither the early-exit nor the late-exit bilingual education program was demonstrated to be more effective than its counterpart.

Race and Ethnicity: Issues for Adolescents With chronic Illnesses and Disabilities. An Annotated Bibliography

PEDIATRICS ◽  
1993 ◽  
Vol 91 (5) ◽  
pp. 1071-1081
Author(s):  
Gayle Geber ◽  
Elizabeth Latts
Keyword(s):  
Special Education ◽  
Cultural Competence ◽  
Health Care Professionals ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
The United States ◽  
Exceptional Children ◽  
Handicapped Children ◽  
Bilingual Special Education ◽  
Appropriate Education

CULTURAL COMPETENCE RESOURCES The following are selected resources providing general information about the issues of cultural competence and cultural diversity. While they are not specific to adolescents with chronic illness on disabilities, these resources are relevant across the age span and contain important information for health care professionals, educators, parents, and program planners. Asbury CA, Walker S, et al. Disability prevalence and demographic association among race/ethnic minority populations in the United States: implications for the 21st Century A study that examined the status of ethnic/racial minority persons with chronic health conditions; physical, sensory, and language impairments; and nervous disorders. Areas of focus include income level, education, geographic location, employment, health status, and future trends. Available from Howard University Research and Training Center, 2900 Van Ness St NW, Holy Cross Bldg, Ste 100, Washington, DC 20008. Baca L, Bransford J. An appropriate education for handicapped children of limited English proficiency. Special education in America: its legal and governmental foundations series. The Council for Exceptional Children, 1982: 31 pages One of a series of publications addressing the legal and governmental foundations of bilingual special education for children with handicaps. Also discussed are significant issues affecting the provision of bilingual special education. (EDRS: ED #224 265. To order, call 1-800-433-3742.) Baca L. Policy options for insuring the delivery of an appropriate education to handicapped children who are of limited English proficiency. The Council for Exceptional Children, 1980: 58 pages This article provides a historical overview of policy issues (litigation and legislation) involved in the provision of an appropriate education for bilingual children with handicaps.

scholarly journals Percepción de coordinadores de programas bilingües y docentes de Educación Física en inglés en secundaria sobre el proceso de implantación y desarrollo del bilingüismo en la Comunidad de Castilla y León (Perception of bilingual programs coordinators and

Retos ◽  
2017 ◽  
pp. 63-68
Author(s):  
Alejandra Hernando Garijo ◽  
David Hortigüela Alcalá ◽  
Ángel Pérez Pueyo
Keyword(s):  
Physical Education ◽  
Bilingual Education ◽  
Discussion Groups ◽  
Education Programs ◽  
Bilingual Programs ◽  
Castilla Y Leon ◽  
Mixed Method Design ◽  
Qualitative Phase ◽  
Determinant Factor

El objetivo de este estudio fue analizar la percepción que tienen los coordinadores de las secciones bilingües y los docentes de Educación Física (EF) que imparten la materia a través del inglés sobre el proceso de implantación y desarrollo del bilingüismo. En el estudio participan la totalidad de centros públicos de Secundaria de Castilla y León donde la EF es una de las materias que se imparten en inglés dentro de su sección bilingüe, es decir 26 centros educativos (26 coordinadores y 26 docentes de EF). También se da voz a los estudiantes a través de grupos de discusión. Se emplea una metodología mixta que aúna procedimientos cuantitativos y cualitativos. Los instrumentos de recogida de datos han sido dos cuestionarios validados por un grupo de expertos y con una fiabilidad contrastada. Además, se lleva a cabo un estudio de caso en uno de los centros seleccionados. Se demuestra que la antigüedad del centro como sección bilingüe no asegura su mejor implantación (p = .212). Sin embargo, el grado de coordinación entre los integrantes del equipo bilingüe se presenta como un factor condicionante que otorga mejor nivel de funcionamiento del programa bilingüe en el centro (p = .027). Por otro lado, se refleja que la mayor cantidad de inglés durante las clases de EF no implica la utilización proporcionada de las cuatro destrezas fundamentales (p = .062). También, que el inglés no es un factor que implica un menor aprendizaje de contenidos curriculares específicos de la materia. Se concluye sobre la importancia que tiene abordar la EF bilingüe a través de metodologías en las que se fomente el diálogo y la comprensión oral.Abstract. The purpose of this study is to explore perceptions towards bilingual education programs in Castilla y Léon and investigate factors that may affect the development of Physical Education (PE) in bilingual education programs. Data were collected from all public secondary schools of Castilla y León that included Physical Education as one of the bilingual subjects in their curricula, i.e. 26 schools (26 coordinators and 26 teachers of PE). Students were also asked to participate in discussion groups. The study employed a mixed method design, consisting of a quantitative phase followed by a qualitative phase. Two questionnaires validated by a group of experts were used. In addition, a case study was conducted in one selected center. Based on the results, it is suggested that the number of years of application of bilingual programs in a center does not ensure a better implementation (p = .212). However, teachers’ coordination appears to be a determinant factor for bilingual education programs in Castilla y León (p = .027). On the other hand, findings from the analysis of both phases indicated that employing more English during PE lessons does not imply a proportionate use of the four fundamental skills (p = .062). Also, English does not provoke lower specific curricular learnings. This work points out the importance of approaching bilingual PE through methodologies that encourage dialogue and oral comprehension.

Bilingual Education and Bilingual Special Education: A Guide for Administrators

1988 ◽  
Vol 22 (4) ◽  
pp. 667
Author(s):  
Cheryl A. Roberts ◽  
Sandra H. Fradd ◽  
William J. Tikunoff
Keyword(s):  
Special Education ◽  
Bilingual Education ◽  
Bilingual Special Education
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